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Thinking through: Cognition, cultur...

McMackin, Margaret Mary.

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Thinking through: Cognition, culture, context and curriculum and the African American secondary school student.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Thinking through: Cognition, culture, context and curriculum and the African American secondary school student./
作者:	McMackin, Margaret Mary.
面頁冊數:	225 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4631.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9998639
ISBN:	0493077421

Thinking through: Cognition, culture, context and curriculum and the African American secondary school student.
McMackin, Margaret Mary.

Thinking through: Cognition, culture, context and curriculum and the African American secondary school student. - 225 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4631.

Thesis (Ed.D.)--University of Pittsburgh, 2000.

The "achievement gap" that exists in this nation's school between African American and White students is a pernicious problem that has prevailed during the later part of the twentieth century and stretches relatively unabated into the twenty-first century despite reform agendas proposed by policy-makers and educators to remedy the problem. This study takes the position that "Black life has been decontextualized" in our schools, which constitutes the primary underlying causation for the "achievement gap." The questions under scrutiny are, "What in the academic experience of African Americans within our educational institutions imperils their achievement?" "Is the achievement gap an aberration of our own making?"

ISBN: 0493077421Subjects--Topical Terms:

626645
Education, Administration.

Thinking through: Cognition, culture, context and curriculum and the African American secondary school student.
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245 1 0 $a Thinking through: Cognition, culture, context and curriculum and the African American secondary school student.
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500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4631.
500 $a Adviser: Charles J. Gorman.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2000.
520 $a The "achievement gap" that exists in this nation's school between African American and White students is a pernicious problem that has prevailed during the later part of the twentieth century and stretches relatively unabated into the twenty-first century despite reform agendas proposed by policy-makers and educators to remedy the problem. This study takes the position that "Black life has been decontextualized" in our schools, which constitutes the primary underlying causation for the "achievement gap." The questions under scrutiny are, "What in the academic experience of African Americans within our educational institutions imperils their achievement?" "Is the achievement gap an aberration of our own making?"
520 $a In the process of answering the questions, this study presents a chronological summary and comparative analysis of theories of cognition which have undergirded school reform for forty years, the elements of post-formal thinking which generate new ways of thinking about effective education for tragically underserved youth, evolutionary definitions and delineations of racism with the effects on education for African American youth, and highlights of the connections and contrasts in education from African American psychological and philosophical perspectives.
520 $a The researcher invokes post-formal thinking, a theory of cognition with four essential elements, as the lens for viewing the impact of culture and context in the construction of knowledge and curricula. The critical components of post-formal thinking include etymology, pattern, process and contextualization. The study focuses on primarily etymology and contextualization as two key attributes of cognition and provides a rationale and model for re-constructing curricula in ways that respect and integrate the cultural, social and historical heritages of diverse populations.
520 $a If the "achievement gap" is a structurally generated phenomenon, created out of the real and unequal relations, as suggested, this study offers to educators, policymakers, and teacher-preparation institutions an alternative construct for creating curricula with a culturally and contextually mediated cognitive foundation that truly promotes education for all.
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